Method of teaching through exposure to relevant perspective

ABSTRACT

A method of teaching a skill, such as, for example, hunting, tracking, law enforcement, terrorist response, self-defense, or game-playing technique, whereby the student is exposed to the perspective of a relevant person, animal, or object, such as, for example, a game player, victim, criminal, terrorist, animal, or ball, whose identity is determined by the nature of the skill, and wherein a mechanism, such as, for example, video, computer animation, virtual reality, or role-playing, is used to impart the perspective. The method broadly comprises the steps of identifying a behavior of the thing, wherein the behavior is related to the skill; modeling a perspective of the thing related to the behavior in terms understandable by the student; implementing the model using a suitable mechanism; and introducing the student to the mechanism such that, through the mechanism, the student is able to experience the perspective of the thing and to thereby better understand the behavior and the skill.

RELATED APPLICATIONS

[0001] The present application is a continuation and claims prioritybenefit, with regard to all common subject matter, of an earlier-filedU.S. patent application titled METHOD OF TEACHING THROUGH EXPOSURE TORELEVANT PERSPECTIVE, Ser. No. 09/998,990, filed Nov. 29, 2001, which isitself a continuation-in-part of an earlier-filed U.S. patentapplication titled METHOD OF TEACHING THROUGH EXPOSURE TO RELEVANTPERSPECTIVE, Ser. No. 09/990,649, filed Nov. 20, 2001. The identifiedearlier-filed applications are hereby incorporated by reference into thepresent application.

BACKGROUND OF THE INVENTION

[0002] 1. FIELD OF THE INVENTION

[0003] The present invention relates to methods of teaching wherein thestudent is exposed to or experiences the perspective of a relevantperson, animal, or object. More particularly, the present inventionconcerns a method of teaching a skill, such as, for example, hunting,tracking, law enforcement, terrorist response, self-defense, orgame-playing technique, whereby the student is exposed to or otherwiseexperiences the perspective of a relevant person, animal, or object,such as, for example, a game player, victim, criminal, terrorist,animal, or ball, whose identity is determined by the nature of theskill, and wherein a mechanism, such as, for example, prerecorded video,computer animation, virtual reality, role-playing, or a similarmechanism, is used to impart the perspective to the student.

[0004] 2. DESCRIPTION OF THE PRIOR ART

[0005] It is often helpful when learning a skill to consider andappreciate the environment and context in which the skill is performed.A hunter learning proper duck hunting techniques, for example, mustlearn to properly camouflage a blind or other concealed shelter or areafrom which the hunter will observe and shoot; arrange duck decoys in arealistic and effective pattern on a pond or other body of water; andmake realistic and appropriate duck calls at the proper times.Unfortunately, the hunter will typically be taught such techniques froma two-dimensional human perspective which may provide inadequate insightinto the efficacy of the hunter's endeavors and any actual effectsstemming therefrom.

[0006] Similarly, a golfer, for example, may intellectually comprehend aneed to account for wind shear when driving or to account for groundcontours when putting, but may lack a fundamental understanding orappreciation of potential forces which might act on the ball. Withoutsuch understanding, the golfer can never fully learn or appreciateproper driving or putting techniques.

[0007] Similarly, in law enforcement or terrorist response, for example,a number of techniques, including, for example, close-quarter combatwith edged weapons, suspect interrogation, and arrest procedures, aretaught from a third-party perspective, wherein a law enforcement officeror other student merely observes participants demonstrating propermovements, actions, or other techniques. Unfortunately, though the lawenforcement officer may comprehend these lessons on a sterileintellectual level, it is unlikely that such passive, non-participatoryobservation will impart a fundamental understanding or appreciation ofthe victim's, aggressor's, criminal's, or terrorist's view, behavior, orthoughts. Without such a fundamental understanding or appreciation, itis further unlikely that the law enforcement officer will develop theinsight and intuition needed to maximize his or her performance of awide variety of law enforcement skills, including, for example,self-defense, investigatory, and procedural skills.

[0008] Due to the above-identified and other problems and disadvantagesin the art, a need exists for an improved method of teaching a skillsuch as hunting or sporting techniques.

SUMMARY OF THE INVENTION

[0009] The present invention provides a distinct advance in the art ofteaching. More particularly, the present invention concerns a method ofteaching a skill, such as, for example, hunting, tracking, lawenforcement, terrorist response, self-defense, or game-playingtechnique, whereby a student is exposed to or otherwise experiences aperspective of a relevant thing, whether person, animal, or object, suchas, for example, a game player, victim, criminal, terrorist, animal, orball, whose identity is determined by the nature of the skill, andwherein a mechanism, such as, for example, prerecorded video, computeranimation, virtual reality, role-playing, or a similar mechanism, isused to impart the perspective to the student.

[0010] In a preferred embodiment, the method broadly comprises thegeneral steps of identifying a behavior of the thing, wherein thebehavior is related to the skill; modeling a perspective of the thingrelated to the behavior in terms understandable by the student;implementing the model using an appropriate mechanism; and introducingthe student to the mechanism such that, through the mechanism, thestudent is exposed to or otherwise experiences the perspective of thething and is thereby better able to understand the behavior. It will beappreciated that an understanding or better understanding of thebehavior will result in the learning of or improvement in performance ofthe skill.

[0011] As mentioned, in prior art teaching methods the student is facedwith learning the skill without truly understanding or developing afundamental appreciation of why certain things are done the way theyare. The present invention advantageously provides exposure to andappreciation of a perspective which is helpful to the student inperforming the skill. In duck hunting, for example, it is advantageousto understand the behaviors and perspectives of a duck. Similarly, inthe game of golf it is advantageous to understand the behaviors andperspectives of a skilled player. Similarly, for the law enforcementofficer, soldier, prison guard, security guard, airline pilot, andairline flight attendant it is advantageous to understand and appreciatethe perspectives of victims, criminals, terrorists, enemy soldiers, oraggressors, as applicable, in order to develop the insight and intuitionneeded to maximize his or her performance of a wide variety of relevantskills. Furthermore, as provided for by the present invention, it iseven more beneficial to experience the perspectives of both of two ormore persons involved in an event, such as, for example, theperspectives of both the attacked person and the attacker.

[0012] These and other important features of the present invention aremore fully described in the section titled DETAILED DESCRIPTION OF APREFERRED EMBODIMENT, below.

BRIEF DESCRIPTION OF THE DRAWINGS

[0013] A preferred embodiment of the present invention is described indetail below with reference to the attached drawing figures, wherein:

[0014]FIG. 1 is a flowchart showing a first sequence of general steps ina preferred embodiment of the present invention;

[0015]FIG. 2 is a perspective view looking down on an area of landassociated with duck hunting, wherein the perspective is that of aflying duck;

[0016]FIG. 3 is a flowchart showing a second sequence ofexample-specific steps based upon the general steps of FIG. 1;

[0017]FIG. 4 is a perspective view looking down on an area of landassociated with putting a golf ball, wherein the perspective is that ofa golfer;

[0018]FIG. 5 is a flowchart showing a third sequence of example-specificsteps based upon the general steps of FIG. 1;

[0019]FIG. 6 is a perspective view of a flight attendant being attackedby a knife-wielding terrorist onboard an airplane; and

[0020]FIG. 7 is a perspective view of a criminal suspect undergoing aninterrogation by two law enforcement officers.

DETAILED DESCRIPTION OF A PREFERRED EMBODIMENT

[0021] The present invention concerns a method of teaching a skill, suchas, for example, hunting, tracking, law enforcement, terrorist response,self-defense, or game-playing technique, whereby a student is exposed toor otherwise experiences a perspective of a relevant thing, whetherperson, animal, or object, such as, for example, a game player, victim,criminal, terrorist, animal, or ball, whose identity is determined bythe nature of the skill, and wherein a mechanism, such as, for example,prerecorded video, computer animation, virtual reality, role-playing, ora similar mechanism, is used to impart the perspective.

[0022] Referring to FIG. 1, the method broadly comprises the generalsteps of identifying a behavior of the thing, wherein the behavior isrelated to the skill, as depicted in box 10; modeling the perspective ofthe thing related to the behavior in terms understandable by thestudent, as depicted in box 12; implementing the model using anappropriate mechanism, as depicted in box 14; and introducing thestudent to the mechanism such that, through the mechanism, the studentis exposed to or otherwise experiences the perspective of the thing andis thereby better able to understand the behavior, as depicted in box16. It will be appreciated that an understanding or better understandingof the behavior will result in the learning of or improvement in theperformance of the skill.

[0023] The step of identifying the behavior of the thing, wherein thebehavior is related to the skill, as depicted in box 10, involvesidentifying one or more actions or reactions or other behaviorsexhibited by the thing in relation to the skill. It is this behaviorthat the student must experience and understand in order to improve inthe skill. For example, referring also to FIG. 2, if the skill to betaught is duck hunting, including creating and camouflaging a blind 20and lying-in-wait near a pond 22 or other potential landing area, thenthe thing is a duck 24 and the behavior is the duck's behavior inrelation to the blind 20 and the hunter's efforts at lying-in-wait. Thisbehavior might include, for example, the duck's propensity to circle thepond 22 prior to landing; the duck's propensity to call to one or moredecoys 26 it perceives to be other live ducks; and the duck's reactionsto certain duck calls made by the hunter.

[0024] The step of modeling the perspective of the thing related to thebehavior in terms understandable by the student, as depicted in box 12,involves generating or obtaining a model operable to accurately describethe perspective, particularly visual, audible, tactile, and olfactorysensory cues, of the thing with regard to the behavior of interest. Themodel may take any form which is appropriate and suitable forcommunicating the perspective of the thing to the student given themechanism for implementing the model. In some cases, the model willdictate the nature of the mechanism, as, for example, when the modelrelates to visual perspectives, in which case the mechanism must have adisplay component; in other cases, the mechanism will dictate the natureof the model, as, for example, when the only cost effective mechanism isprerecorded video, in which case the model must be adapted to a providea presentation using only a visual and audible format.

[0025] Referring also to FIG. 2, continuing the duck hunting example,the duck 24, while circling the pond 22 or other potential landing area,may see a variety of views of the blind 20, including a backside, ratherthan just a side of the blind 20 facing the pond 22. If the student doesnot know of the duck's circling behavior, then he or she may notanticipate a need to camouflage all sides of the blind 20. Similarly,being familiar with only a two-dimensional human perspective, it may notoccur to the hunter to camouflage a top side of the blind 20.Furthermore, when calling to the numerous decoys 26, the duck may hearonly one return call coming from the blind 20 rather than from thedecoys 26. If the student does not appreciate the duck's changingperspective as it circles, then he or she may not anticipate that theduck 24 may locate the return call as being from a source or locationother than the decoys 26. Additionally, if the student does not know ofthe significance associated with decoy numbers and arrangement, then heor she may not anticipate the duck's reaction to the decoys 26.Additionally, the duck's call may have a particular meaning which isincompatible with the return call, or the return call may beinappropriate for the situation. If the student does not appreciate thevariety and complexity of the duck's calls, then he or she may notunderstand that an incompatible or inappropriate return call may beinterpreted by the duck 24 as an indication of danger. Thus, the studentstands to gain great insight into duck behavior by exposure to theduck's perspective, and, through such insight and understanding, improvetremendously in hunting skill and technique.

[0026] The step of implementing the model using an appropriatemechanism, as depicted in box 14, involves selecting an appropriatemechanism, based potentially upon a variety of considerations, andimplementing the model using the mechanism such that the perspective maybe effectively communicate to the student. Thus, it is through themechanism that the student experiences and gains a better understandingof the thing's perspective, thereby improving the student's skill. Asmentioned, the nature of the mechanism may depend at least partly uponthe nature of the model, but may also depend upon or be dictated by avariety of other considerations, including, for example, cost, space,location, and student ability. Potential mechanisms include, forexample, prerecorded video, computer animation, virtual reality, androle-playing.

[0027] Continuing the duck hunting example, the duck 24 and one or moresimulated hunting environments may be created using computer animationand presented as an interactive computer-based presentation. Aninteractive ability allows the student a measure of control over thepresentation, thereby increasing its efficacy. The student may, forexample, be provided with an ability to skip, speed up, or reviewsections of the presentation. In more complex computer-basedpresentations, the student may be provided with an ability to changefeatures of the hunting environment, including, for example, tree andvegetation density, land contour, and pond shape; rearrange or add to orsubtract from the decoys 26; and return different calls in response tothe duck's calls, thereby adapting the presentation to more accuratelyreflect an actual hunting area and allowing the student to test avariety of scenarios.

[0028] The step of introducing the student to the mechanism such thatthrough the mechanism, the student is exposed to and can experience theperspective of the thing and thereby better understand the behavior, asdepicted in box 16, involves immersing the student in the perspective ofthe thing so that the student gains a better understanding of thebehavior of the thing through first-hand experience. This step willdepend greatly on the nature of the mechanism. Prerecorded video,relatively simple computer animation, and, in some cases, role-playingmechanisms may be provided to the student for use without furtherinstruction or interaction. Relatively complex computer animation andvirtual reality mechanisms may require that the student be introduced tothe mechanism at a special facility where additional instruction orinteraction may be provided.

[0029] Continuing the duck hunting example, the interactivecomputer-based presentation may be provided to the student via a localarea network or a wide area network, such as the Internet. A computerprogram underlying the computer-based presentation may comprise acombination of code segments written in any suitable programminglanguage, such as, for example, Java or C++, and stored in or on anysuitable computer-readable memory medium, such as, for example, a harddrive or compact disk on a conventional server for access via thenetwork by a conventional personal computer. This allows students,wherever they may be, to logon to the presentation and benefittherefrom.

[0030] Referring also to FIGS. 3 and 4, in another example, given thegeneral steps heretofore described, the method may be used to teach askill involving an aspect of playing a game, such as, for example, golf,tennis, or poker, whereby the student experiences the perspective of aplayer 121 concerning the aspect of playing the game. Implementation ofthe method begins by identifying a behavior of the player 121 related tothe aspect of playing the game. For example, where the game is golf andthe aspect is putting, the behavior may include kneeling or lying downin order to better inspect the contours of the land 123 over which agolf ball 125 must travel, as depicted in box 110. The behavior may thenprogress to adopting an appropriate stance given the contours of theland 123 and other considerations, as depicted in box 111.

[0031] Once the behavior is identified, the player's perspective must bemodeled in terms understandable by the student. Thus, aplayer's-eye-view of the contours of the land 123 may first be shown,and then, once the player has adopted the proper stance, aplayer's-eye-view of the golf ball 125, the player's shoes 127, theplayer's grip 129; a golf club 131, and a cup 133 may be shown, asdepicted in boxes 112 and 113.

[0032] Next, an appropriate mechanism must be selected and used toimplement the model, wherein the mechanism is suitable for imparting tothe student the perspective of the player 121. A video mechanism, forexample, may be used to show the views discussed above, as depicted inbox 114. Optionally, while watching the video the student may berequired to role-play wherein the student adopts the behaviors to resultin the student having the same perspectives shown on the video. Thus, inthis latter embodiment, student will adjust his or her stance until heor she sees the same view as the player 121, as shown on the video, asdepicted in box 115.

[0033] Lastly, the student must be introduced to the mechanism so that,through the mechanism, the student is able to experience the perspectiveof the player and to thereby better understand the behavior. Where themechanism is a simple video, the student may watch it and learn in theprivacy of their own home and at their own convenience. Alternatively,the student may travel to a facility wherein an instructor is able toassist the student while watching the video, as depicted in box 116.

[0034] Referring also to FIGS. 5-7, in another example, given thegeneral steps heretofore described, the method may be adapted and usedto teach a skill involving an aspect of law enforcement, terroristresponse, or self-defense, such as, for example, close-quarterself-defense techniques against edged weapons, suspect interrogation,arrest procedures, terrorist recognition and identification, facialexpression interpretation, traffic stop procedures, hand gunconfrontation training, crime scene investigation training, cover andconcealment training, hostile confrontation training (crowd andindividual control), or personal protection and prevention measures. Itwill be appreciated that such training has application in a variety offields and contexts, including, for example, law enforcement, military,private security, prison (guards), bank security, and airlines (pilotsand flight attendants). As such, the relevant perspective may be that ofone or both of the victim or the aggressor.

[0035] Adaptation of the above-described general method to theparticular applications mentioned and to other applications isconsidered to be well within the abilities of one with ordinary skill inthe relevant art. Thus, it is considered unnecessary to provide adetailed description of the steps in teaching these techniques.Nevertheless, an exemplary description is hereafter provided wherein themethod has been adapted to teach an airline pilot or flight attendanthow to respond to a knife-wielding terrorist assailant.

[0036] Referring particularly, to FIGS. 5 and 6, in accordance with thegeneral steps heretofore described, implementation of the present methodbegins by identifying relevant potential behaviors of one or both of anattacked flight attendant 221 and one or more attacking terroristassailants 223 in an airplane 225 environment, as depicted in box 210.These behaviors may include, for example, identifying the number of andlocation of the one or more assailants 223; identifying objects whichmay be used as weapons (e.g., a fire extinguisher 227) in self-defense;identifying potential objects (e.g., a removable panel door or cover229) which may be used as shields; and identifying potentialcommunications means (e.g., an intercom system 231) which may be used tonotify or signal a pilot, another flight attendant or a passenger of thesituation, as depicted in box 210. Then, from the identified potentialbehaviors, proper or common actual behaviors may be identified, asdepicted in box 211.

[0037] Once the behaviors are identified, both the flight attendant'sperspective and the terrorist assailant's perspective must be modeled interms understandable by the student, as depicted in box 212. Thus, forexample, the flight attendant's visual perspective of the airplane 225and the assailant 223 may be considered important in such a model.

[0038] Next, an appropriate mechanism must be selected and used toimplement the model, wherein the mechanism is suitable for imparting tothe student the perspective of the flight attendant 221. A virtualreality mechanism, for example, may be used to create the airplaneenvironment, as depicted in box 214, possibly superimposing the flightattendant 221 or terrorist assailant 223 over the student. Thus, thestudent can experience the same perspectives as the flight attendant 221or the terrorist assailant 223. It may also be desirable to have thestudent mimic the actions of the superimposed flight attendant 221 orterrorist assailant 223, as depicted in box 216.

[0039] Lastly, the student must be introduced to the mechanism so that,through the mechanism, the student is able to experience the perspectiveof one or both of the flight attendant 221 or terrorist assailant 223,and thereby better understand and appreciate the proper behavior andskill, as depicted in box 218.

[0040] As mentioned, the student may be exposed to the flightattendant's perspective or to the assailant's perspective or both. Whereboth perspectives are used, the student may gain greater insight intothe actions and behaviors of both parties.

[0041] Also as mentioned, a large variety of related or other techniquesmay be similarly taught using the present invention. Referring to FIG.7, for example, interrogation or interview techniques may be taughtfrom, again, the perspective of one or more law enforcement officers 321conducting the interrogation, the perspective of a suspect 323 beinginterrogated, or both.

[0042] For the preceding description, it will be appreciated that thepresent invention provides a method of teaching a skill whereby astudent is exposed to or otherwise experiences a perspective of arelevant thing, whether person, animal, or object, as determined by thenature of the skill, and wherein a mechanism is used to impart theperspective, thereby advantageously providing a better understanding ofthe behavior and an improvement in performance of the skill.

[0043] Although the invention has been described with reference to thepreferred embodiments illustrated in the attached drawings, it is notedthat equivalents may be employed and substitutions made herein withoutdeparting from the scope of the invention as recited in the claims. Forexample, as mentioned, suitable and appropriate mechanisms, such asprerecorded video, computer animation, virtual reality, androle-playing, may be employed for conveying to the student theperspective of the thing, and the present invention is generallyindependent of any particular mechanism.

[0044] Having thus described the preferred embodiment of the invention,what is claimed as new and desired to be protected by Letters Patentincludes the following:

1. A method of teaching a student to better understand a behavior of aperson, the method comprising the steps of: (a) modeling a perspectiveof the person engaged in the behavior; (b) implementing the model usinga mechanism suitable for imparting the perspective of the person; and(c) allowing the student to experience via the mechanism the perspectiveof the person and thereby better understand the behavior.
 2. The methodas set forth in claim 1, wherein the person is selected from the groupconsisting of: law enforcement personnel, military personnel, privatesecurity personnel, prison security personnel, bank security personnel,airline flight personnel, mass transportation personnel.
 3. The methodas set forth in claim 1, wherein the person is selected from the groupconsisting of: terrorists, criminals, enemy military personnel.
 4. Themethod as set forth in claim 1, wherein a role-playing scenario is themechanism for implementing the model and imparting the perspective ofthe person.
 5. The method as set forth in claim 1, wherein virtualreality is the mechanism for implementing the model and imparting theperspective of the person.
 6. The method as set forth in claim 5,wherein the student is required to mimic the behavior in a virtualreality environment wherein the person is superimposed, thereby allowingthe student to experience the person's perspective.
 7. The method as setforth in claim 1, wherein the behavior is a proper behavior such that instep (c) the student better understands the proper behavior and abenefit associated therewith.
 8. The method as set forth in claim 1,wherein the behavior is an improper behavior such that in step (c) thestudent better understands the improper behavior and a consequenceassociated with it.
 9. A method of teaching a student to betterunderstand a behavior of a first person, the method comprising the stepsof: (a) modeling a perspective of a second person of the behavior of thefirst person; (b) implementing the model using a mechanism suitable forimparting to the student the perspective of the second person; and (c)allowing the student to experience via the mechanism the perspective ofthe second person and thereby better understand the behavior of thefirst person.
 10. The method as set forth in claim 9, wherein the firstperson is selected from the group consisting of: law enforcementpersonnel, military personnel, private security personnel, prisonsecurity personnel, bank security personnel, airline flight personnel,mass transportation personnel, and the second person is selected fromthe group consisting of: terrorists, criminals, enemy militarypersonnel.
 11. The method as set forth in claim 9, wherein the secondperson is selected from the group consisting of: law enforcementpersonnel, military personnel, private security personnel, prisonsecurity personnel, bank security personnel, airline flight personnel,mass transportation personnel, and the first person is selected from thegroup consisting of: terrorists, criminals, enemy military soldier. 12.The method as set forth in claim 9, wherein a role-playing scenario isthe mechanism for implementing the model and imparting the perspectiveof the second person.
 13. The method as set forth in claim 9, whereinvirtual reality is the mechanism for implementing the model andimparting the perspective of the second person.
 14. The method as setforth in claim 9, wherein the behavior is a proper behavior such that instep (c) the student better understands the proper behavior and abenefit associated therewith.
 15. The method as set forth in claim 9,wherein the behavior is an improper behavior such that in step (c) thestudent better understands the improper behavior and a consequenceassociated with it.
 16. A method of teaching a fundamental skill to astudent, whereby the student is exposed to a perspective of a person whois relevant to the fundamental skill, the method comprising the stepsof: (a) identifying a behavior of the person, wherein the behavior isrelated to the fundamental skill; (b) modeling a perspective of theperson engaged in the behavior; (c) implementing the model using amechanism suitable for imparting the perspective of the person; and (d)allowing the student to experience via the mechanism the perspective ofthe person and thereby better understand the behavior and thefundamental skill.
 17. The method as set forth in claim 16, wherein theperson is selected from the group consisting of: law enforcementpersonnel, military personnel, private security personnel, prisonsecurity personnel, bank security personnel, airline flight personnel,mass transportation personnel.
 18. The method as set forth in claim 16,wherein the person is selected from the group consisting of: terrorists,criminals, enemy military personnel.
 19. The method as set forth inclaim 16, wherein a role-playing scenario is the mechanism forimplementing the model and imparting the perspective of the person. 20.The method as set forth in claim 16, wherein virtual reality is themechanism for implementing the model and imparting the perspective ofthe person.
 21. The method as set forth in claim 20, wherein the studentis required to mimic the behavior in a virtual reality environmentwherein the person is superimposed, thereby allowing the student toexperience the person's perspective.
 22. The method as set forth inclaim 16, wherein the behavior is a proper behavior such that in step(d) the student better understands the proper behavior and a benefitassociated therewith.
 23. The method as set forth in claim 16, whereinthe behavior is an improper behavior such that in step (d) the studentbetter understands the improper behavior and a consequence associatedwith it.
 24. A method of teaching a skill to a student, whereby thestudent is exposed to two or more perspectives of two or more personsrelevant to the skill, the method comprising the steps of: (a)identifying a behavior of one of the two or more persons, wherein thebehavior is related to the skill; (b) modeling a first perspective of afirst one of the two or more persons related to the behavior; (c)modeling a second perspective of a second one of the two or more personsrelated to the second behavior; (d) implementing the model using amechanism suitable for imparting to the student the first perspectiveand the second perspective; and (e) allowing the student to experiencevia the mechanism the first perspective and the second perspective andthereby better understand the behavior and the fundamental skill. 25.The method as set forth in claim 24, wherein the first person isselected from the group consisting of: law enforcement personnel,military personnel, private security personnel, prison securitypersonnel, bank security personnel, airline flight personnel, masstransportation personnel,
 26. The method as set forth in claim 24,wherein the second person is selected from the group consisting of:terrorists, criminals, enemy military personnel.
 27. The method as setforth in claim 24, wherein a role-playing scenario is the mechanism forimplementing the model and imparting the first perspective and thesecond perspective.
 28. The method as set forth in claim 24, whereinvirtual reality is the mechanism for implementing the model andimparting the first perspective and the second perspective.
 29. Themethod as set forth in claim 28, wherein the student is required tomimic the behavior in a virtual reality environment wherein the firstperson and the second person are superimposed.
 30. The method as setforth in claim 24, wherein the behavior is a proper behavior such thatin step (e) the student better understands the proper behavior and abenefit associated therewith.
 31. The method as set forth in claim 24,wherein the behavior is an improper behavior such that in step (e) thestudent better understands the improper behavior and a consequenceassociated with it.